TASC Test Information For

Colleges/Postsecondary Schools

 

Methodology

 

DRC|CTB conducted a standard-setting study in June 2015 for the TASC test Reading, Writing, and Mathematics assessments. Community college instructors from Indiana and New York—with experience in teaching remedial and entry-level credit-bearing courses in either Mathematics or English Language Arts (ELA)—participated in reviewing the skills required to successfully answer items on the TASC test. These instructors then helped in determining which skills were necessary to succeed in entry-level college courses. The scale scores that corresponded with mastering most of these skills were identified as possible cut scores for a TASC Test Distinguished Achievement.

The panelists who participated in the study completed the following tasks:

 

• Reviewed the skills required to successfully answer items on the TASC test.

• Identified the skills necessary to be better prepared for entry-level college courses.

• Examined the scale scores that corresponded with skills mastery.

• Discussed, reviewed, and suggested possible cut scores for TASC Test Distinguished Achievement.

 

As an external validity check, the results for the 2014 Smarter Balanced Achievement Level Standard Setting results were used to compare their percentage of students at Level 3 and above (ELA: 41%; Mathematics: 33%) with the TASC test percentage at or above the TASC Test Distinguished Achievement cut score. The expectation that a lower percentage of examinees would be at or above the TASC Test Distinguished Achievement cut score compared to the Smarter Balanced Level 3 or above was used in this validation. TASC Test Distinguished Achievement cut scores are based on requirements for examinee mastery of the majority of the skills identified by standard setting participants, and that the proposed TASC Test Distinguished Achievement cut scores be more stringent (i.e., lower percentages of examinees at or above the cut score) than the Smarter Balanced Level 3 and above.